AN EMPIRICAL EVALUATION OF USING INSTRUCTIONAL VIDEOS IN DIFFERENTIATED INSTRUCTION FOR EIGHTH GRADERS’ LEARNING OF MATHEMATICAL PROBLEM SOLVING

This study aimed to develop instructional videos for assisting differentiated eighth graders’ learning in mathematical problem solving. To evaluate the effect of the intervention strategy, we used pre- and posttests on the participants’ performance and learning motivation as well as semi-structured interviews to understand high, medium, and low-achieving participants’ perceptions of the learning experience. The results showed that the teaching designs had significant effects on improving students’ performance and learning motivation in mathematical problem solving. The interviews revealed that the effect may have resulted from using the instructional videos for individual learning pace, clarifying the concepts applied for problem solving, and providing clear instructional guidance, especially for low-achieving students.